Cross-cultural investigations addressing the development of individual differences are important ... more Cross-cultural investigations addressing the development of individual differences are important because these speak to the generalizability of results and the extent to which the development of temperament and personality differs by culture. The present study was aimed at comparing manifestations of fear, defined in infancy as startle or distress to sudden changes in stimulation (e.g., facial/bodily expressions of fear), and inhibited approach to novelty (e.g., escape/avoidance), for samples from Spain ( n = 51) and the United States ( n = 102). We obtained data from mothers of U.S. and Spanish infants at 12 months of age, also observing these babies in the context of a structured laboratory procedure designed to elicit fearful reactivity. Data reduction efforts produced coherent observation-based fearfulness constructs for both groups, and individual indicators were also examined. Significant differences between U.S. and Spanish infants for the observation-based fear composite and...
This work sought to identify children’s temperament dimensions that are associated with Attention... more This work sought to identify children’s temperament dimensions that are associated with Attention Deficit Hyperactivity Disorder (ADHD) in school years. Temperament characteristics in children with ADHD (clinic group) were compared to those exhibited by a normative sample (control Group). The clinic sample was composed of 65 children (46 boys, 19 girls) with a diagnosis of ADHD aged from 7 to 12 years old. The normative sample was composed of 1454 children (677 boys, 777 girls), with the same age range. Both samples belonged to families with similar social backgrounds. To measure temperament, a Spanish version of the Temperament in Middle Childhood Questionnaire (TMCQ; Simonds & Rothbart, 2004) was used. Mothers informed of their children’s characteristics through by filling out the TMCQ. The results showed that ADHD children, compared to normative ones, scored lower in Activation Control, Focused Attention, Inhibitory Control, Low Intensity Pleasure, and Falling Reactivity- Soothab...
The aim of this work was to examine individual differences in referential and expressive style th... more The aim of this work was to examine individual differences in referential and expressive style through a longitudinal study. The composition of the first 50 words, communicative gestures, the conversational style of dyads and the percentage of vocabulary produced from 12 to 24 month-olds were analyzed. The vocabulary was collected through interviews to parents and sessions of mother-infant interaction in the laboratory. Significant differences in the proportion of common nouns and frozen phrases between referential and expressive children in the frequency of communicative gestures and style conversation were found. Thus, referential children and their mothers used more pointing gestures than the expressive children and their mothers. Additionally, mothers of referential children used completing more frequently.
The majority of studies on temperament in the educational context originate from the Anglo-Saxon ... more The majority of studies on temperament in the educational context originate from the Anglo-Saxon culture, where there has been an increase in research in this field over the last four decades. The objective of this paper is to contribute towards systematizing of relevant findings that have been carried out in the educational context from the field of temperament over the last decades. This is a theoretical paper, where we present relevant findings obtained in the relationship between temperament and school performance, in both academic (academic skills and performance) and social areas (social–educational adjustment in the classroom). The contribution of temperament to the school performance is important, although differences can be seen in relation to the age of the children and the contents of the curriculum. In general terms, the dimensions of temperament that have more direct relationships with the academic outcomes are adaptability and attention persistence. Also worth noting is the role of negative emotionality which has a negative relationship with children’s performance. Its incidence is much greater, however, when accompanied by low abilities of self-regulation, given the important direct effect that effortful control has on both academic achievement and school social adjustment, even when this is evaluated by different informants. We must highlight the increasing evidence of the relationships that exist between the different components of self-regulation (attentional control, inhibitory control, activation control) and negative emotionality (fear, anger) when explaining behavioural problems in the classroom.
Existe en la literatura cierta controversia con respecto al conte-nido del primer vocabulario inf... more Existe en la literatura cierta controversia con respecto al conte-nido del primer vocabulario infantil. Nelson (1973) fue la primera en señalar la existencia de diferencias cualitativas entre las prime-ras palabras que se adquieren. Denominó referenciales a aquellos niños ...
Cross-cultural investigations addressing the development of individual differences are important ... more Cross-cultural investigations addressing the development of individual differences are important because these speak to the generalizability of results and the extent to which the development of temperament and personality differs by culture. The present study was aimed at comparing manifestations of fear, defined in infancy as startle or distress to sudden changes in stimulation (e.g., facial/bodily expressions of fear), and inhibited approach to novelty (e.g., escape/avoidance), for samples from Spain ( n = 51) and the United States ( n = 102). We obtained data from mothers of U.S. and Spanish infants at 12 months of age, also observing these babies in the context of a structured laboratory procedure designed to elicit fearful reactivity. Data reduction efforts produced coherent observation-based fearfulness constructs for both groups, and individual indicators were also examined. Significant differences between U.S. and Spanish infants for the observation-based fear composite and...
This work sought to identify children’s temperament dimensions that are associated with Attention... more This work sought to identify children’s temperament dimensions that are associated with Attention Deficit Hyperactivity Disorder (ADHD) in school years. Temperament characteristics in children with ADHD (clinic group) were compared to those exhibited by a normative sample (control Group). The clinic sample was composed of 65 children (46 boys, 19 girls) with a diagnosis of ADHD aged from 7 to 12 years old. The normative sample was composed of 1454 children (677 boys, 777 girls), with the same age range. Both samples belonged to families with similar social backgrounds. To measure temperament, a Spanish version of the Temperament in Middle Childhood Questionnaire (TMCQ; Simonds & Rothbart, 2004) was used. Mothers informed of their children’s characteristics through by filling out the TMCQ. The results showed that ADHD children, compared to normative ones, scored lower in Activation Control, Focused Attention, Inhibitory Control, Low Intensity Pleasure, and Falling Reactivity- Soothab...
The aim of this work was to examine individual differences in referential and expressive style th... more The aim of this work was to examine individual differences in referential and expressive style through a longitudinal study. The composition of the first 50 words, communicative gestures, the conversational style of dyads and the percentage of vocabulary produced from 12 to 24 month-olds were analyzed. The vocabulary was collected through interviews to parents and sessions of mother-infant interaction in the laboratory. Significant differences in the proportion of common nouns and frozen phrases between referential and expressive children in the frequency of communicative gestures and style conversation were found. Thus, referential children and their mothers used more pointing gestures than the expressive children and their mothers. Additionally, mothers of referential children used completing more frequently.
The majority of studies on temperament in the educational context originate from the Anglo-Saxon ... more The majority of studies on temperament in the educational context originate from the Anglo-Saxon culture, where there has been an increase in research in this field over the last four decades. The objective of this paper is to contribute towards systematizing of relevant findings that have been carried out in the educational context from the field of temperament over the last decades. This is a theoretical paper, where we present relevant findings obtained in the relationship between temperament and school performance, in both academic (academic skills and performance) and social areas (social–educational adjustment in the classroom). The contribution of temperament to the school performance is important, although differences can be seen in relation to the age of the children and the contents of the curriculum. In general terms, the dimensions of temperament that have more direct relationships with the academic outcomes are adaptability and attention persistence. Also worth noting is the role of negative emotionality which has a negative relationship with children’s performance. Its incidence is much greater, however, when accompanied by low abilities of self-regulation, given the important direct effect that effortful control has on both academic achievement and school social adjustment, even when this is evaluated by different informants. We must highlight the increasing evidence of the relationships that exist between the different components of self-regulation (attentional control, inhibitory control, activation control) and negative emotionality (fear, anger) when explaining behavioural problems in the classroom.
Existe en la literatura cierta controversia con respecto al conte-nido del primer vocabulario inf... more Existe en la literatura cierta controversia con respecto al conte-nido del primer vocabulario infantil. Nelson (1973) fue la primera en señalar la existencia de diferencias cualitativas entre las prime-ras palabras que se adquieren. Denominó referenciales a aquellos niños ...
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